Changing Horizons in Geography Education - HERODOT Network ...

maps for colour childrens´mappingof forests with various features).The children can be inspired withthe above mentioned overview offorest functions. They can identifyforest areas with specific functionsin maps, in the field and/or in areialimagery by themselves (such aswood productional forest – conniferouswoodland without any otherfunction, soil protectional forest– on steep slopes, water protectionalforest – along the banks ofwater bodies, streams and springs,Figure 1. Digital map of present landscape compilled by geographystudents and pupilsprotected forest – in preserved areasof all classes, ecologically importantforest – predominantly decidous forest with nature near canopy species compositionvisible in orthophoto), recreational forest – with dense network of walkingroutes, pick-nick areas, small architecture, watch points, hienical forest – borderingproduction facilities and busy roads, educational forest – equipped with learningpathes and tables, aesthetic forest – hidening various „cicatrices“ in the landscape(fresh minning areas) or improving views on important landmarks (castles,mansions, etc.), climatical forest – protecting housing areas and dividing largeagricultural segments of open landscape. This way, children can realize that themost of forest areas are multifunctional (Figure 2).2. Consequent discussion about fitness of territorial distribution of forests withidentified functions. Children can assess if the present functions of multifunctionalforest areas are complementary or competitive. They can identify priorityfunctions governing individual forest areas eighter excluding other functions orsupporting them. Such supervised discussion teaches children to understand theforest in functional and spatial relationships, in any case from the viewpoint forestutility for humans. The respect to the forest can be being developed this way betterthan by demostration its features.3. Jaunt into functional forest samples is used to demonstrate the best behaviouralpractices. This way, children can understand what type of behavior is harmful tothe forest and its functioning, and which are not.4. A team competition can be arranged based on different types of forest activity indiverse areas. These can include searches, inumerical and/or word games.Potential field work teachers in the forestTrainee geography teachers and those of biology or ecology can gain valuablepedagogical experience by working in the field centre. They need to be supervisedby experienced expert teachers and be aware of the safety and other issues associatedwith outdoor education. It is essential for them to prepae and undertake “forest46